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INTRODUCTION
Language is crucial in human life where without it people cannot communicate with others, express their feeling and explore their mind, thus, learn language is very important for human, especially a language that can connect many people in several countries that have different mother tongue. The most powerful language is English because it can connect many people to communicate each other even English is called as The World Language. So, the most important language to be learned is English.
In conducting a language course, there are several things to be planned, such as the decision of the course and the way to achieve the decision, like Richard (2006: 6) argued that:
In planning a language course, decisions have to be made about the content of the course, including decisions about what vocabulary and grammar to teach at the beginning, intermediate, and advanced levels, and which skills and micro skills to teach and in what sequence. Decisions about these issues belong to the field of syllabus design or course design. Decisions about how best to teach the contents of a syllabus belong to the field of methodology.
Researchers have conducted some methods in language teaching and learning that can be used by teacher for the effectiveness of the teaching learning activity, they always develop the method depends on the situation and the development of technology, for centuries, there were few of any theoretical foundation of language learning upon which to base teaching methodology, some of the methods of teaching language are: Grammar Translation Method, Direct Method, Audio Lingual Method, Total Physical Response, Silent Way, and Suggestopedia. In western, foreign language (Greek) was taught by Classical Method that focuses on grammatical rules, translation of texts, memorization of vocabulary and of various declensions and conjugation, and doing written exercises (Brown, 2001: 18).
In the nineteenth century the Classical Method came to be known as Grammar Translation Method (GTM .This method was used for the purpose of helping students read and appreciate foreign language literature and hoped that the students would become familiar with the grammar of their native language through the study of the grammar of the target language and that familiarity would help them speak and write better in their native language (Larsen-Freeman, 2000: 11).
GTM is a method that based on the target of grammatical competence that focuses on the grammar as a basic of a language it is like Richard (2006: 3) mentioned that grammatical competence refers to the knowledge grammar that account of ability in producing a sentence.
Historical Background
Grammar translation method was firstly used in the middle of nineteenth century in Germany, it is like Tetzner (2004) stated that grammar -translation method (GTM) to teach foreign language dominated from the mid-nineteenth century to the beginning of World War Two and it is still used in some countries today. In the late eighteenth century, the first place which began to establish GTM as the main method to teach a second language at national high schools, known as Gymnasiums was Prussia in Germany. In this century GTM was the only widely used teaching method in the schools, not only in Germany also in other European countries. Originally it was used to teach Greek and Latin.
Due to this historical background GTM is also known as the traditional or classical method, as the grammar school method or in America as the Prussian method. Along with industrialisation more opportunities for communication had been arising especially in Europe and consequently new methods for language teaching were developed in order to meet the needs of the new class of language learners (Howatt, 1997 in Tetzner, 2004).
Characteristic of GTM
Every method has its own characters which should be known teacher to teach language, GTM also has its own characteristic, like Prator and Celse-Murcia (1979: 3) in Brown (2001: 19) mentioned that the major characteristics of GTM are:
Classes are taught in the mother tongue with little active use of the target language.
Much vocabulary is taught in the form of lists of isolated words.
Long, elaborate explanations of the intricacies of grammar are given.
Grammar provides the rules for putting words together, and instruction often focuses on the form and inflection of words.
Reading of difficult classical text is begun early.
Little attention is paid to the content of texts, which are treated as exercises in grammatical analysis.
Often the only drills are exercises in translating disconnected sentences from the target language into the mother tongue.
Little or no attention of pronunciation.
The characteristic can be used by teacher as an outline of GTM usage in a class, while for the way to use GTM is its technique.
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